Home » JAS4QoL » JAS4QoL – Volume 1(1) (January, 2015) » Effects of Cooperative Learning on Writing Activity of English for Special Purposes in Japanese University Students

Effects of Cooperative Learning on Writing Activity of English for Special Purposes in Japanese University Students

Yumi FUJIWARA* and Erina SATO
Article first published online: January 31, 2015
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Abstract

With the advent of English as lingua francain the modern world, learning English as a tool of communication has become increasingly important. Accordingly, particular demand by university students for learning major-specific English or English for Special Purposes (ESP) in preparation for future professional skills and job-related functions has increased. Writing is one of the most important and useful language skills for students. However, Japanese EFL (English as a ForeignLanguage) learners often have little or inadequate experience in writing English, leading to their lowered self-confidence. The present paper aims to incorporate cooperative learning into a writing activity to promote student fluency and gain their confidence toward writing, and the effects/results are reported herein. A total of 57 participants who took a course on Science English as ESP answered pre- and post-task questionnaires related to a short video-clip description task with their peers. The results from the questionnaires suggest that cooperative learning had a positive influence on their attitude toward writing ability/activity.

Keywords: cooperative learning, writing activity,ESP, science English, self-confidence